Task-Based Language Teaching (TBLT) And Its Influence on English Speaking Fluency Among Secondary School Learners in District Kohat

Abstract

This study examined the effect of Task-Based Language Teaching (TBLT) on the spoken English fluency of secondary school learners in District Kohat. The growing importance of English as a global language highlights the need for innovative teaching methodologies that go beyond traditional grammar-translation methods. A quasi-experimental design was employed, involving 60 students divided into experimental and control groups. The experimental group received task-based instruction for eight weeks, while the control group was taught using conventional methods. Data were collected through pre- and post-tests and analyzed using paired and independent sample t-tests. The findings revealed significant improvement in the spoken fluency of students taught through TBLT, with mean scores rising from 9.45 to 16.78, compared to modest gains in the control group. Students also reported greater confidence and engagement in oral tasks, confirming the communicative potential of TBLT (Bano et al., 2023; BSREE, 2024; Nageen et al., 2025). The study concludes that TBLT is an effective approach for enhancing speaking fluency at the secondary level in Pakistan. Recommendations include the integration of task-based instruction in language curricula, teacher training in communicative pedagogy, and further research into long-term impacts and other dimensions of oral proficiency